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Introduction
English phrasal verbs are combinations of a verb root and a particle, e.g. run
out, drink up, figure out, put off. Typically, one and the same form has multiple
meanings, many of which are unpredictable from the basic meanings of the verb root
and the particle. For instance, bring up is used with five different meanings in (1). Of
these, meanings (c e) are not predictable from the individual meanings of bring and
up.
(1)
(a) You can pick up your books/pick your books up when they become
available.
(b) The boss was looking for Annie/*looking Annie for yesterday.
(c) The teacher said I had to do my essay over/*do over my essay again!
Some phrasal verbs may combine with prepositions to form the so-called phrasalprepositional verbs, e.g. (3).
(3)
All of the above factors contribute to the impression that phrasal verbs are an
endless list that needs to be learned by heart, a reason why learners often dislike
them. Phrasal verbs are especially challenging for students whose mother tongue
does not have phrasal verbs (Celce-Murcia & Larsen-Freeman, 1999, p. 425).
Specialized publications, including dictionaries as well as self-study textbooks (e.g.
170
(a) A black cat ran over the road/*ran the road over in front of me.
(b) A black cat ran over it/ *ran it over in front of me.
(a) My car ran over a black cat/ran a black cat over.
(b) My car *ran over it/ran it over.
171
looking for
(b) The nanny is looking after
(c) Have you looked into
(d) As a firm believer, she always looks to the heavens for an answer to her
Phrasal verbs
Phrasal verbs do not constitute a homogenous semantic group. While several
classifications exist, many of them share the idea of the existence of three semantic
, 1988,
p. 205, Fraser, 1976, pp. 5-6, Jackendoff, 2002, Quirk et al., 1985, pp. 1162 1163).
The most clearly defined triadic classification is the one in Celc e-Murcia & LarsenFreeman (1999, p. 432-433) that distinguish literal, aspectual and idiomatic phrasal
verbs.
Literal phrasal verbs
Literal phrasal verbs are composed of a verb and a particle which actually
substitutes a prepositional phrase (Jackendoff, 2002, p. 74, his examples), e.g. (8a)
has the same meaning as (8b). The particle can normally occur in either position
before or after the direct object noun phrase, as (8a) shows.
(8)
(a) Beth took the food in/took in the food. (phrasal verb)
(b) Beth took the food into the house. (verb + prepositional phrase)
As their meaning is transparent, literal phrasal verbs are not stored in the mental
lexicon (ibid., p. 75) and are learner-friendly (Celce-Murcia & Larsen-Freeman, 1999,
p. 432).
Aspectual phrasal verbs
Aspectual phrasal verbs are semi-idiomatic. The particle modifies the aspect
of the verb root, including the meanings of inception, continuation, iteration, and
completion (ibid., p. 432), e.g. (9a d, respectively). Since the particle functions as an
optional modifier, it is frequently omissible and sometimes even redundant
(Jackendoff, 2002, pp. 76-77), as signalled by bracketing in the following examples:
(9)
Jackendoff (ibid., p. 80) maintains that some, but not all, aspectual phrasal verbs
need to be stored in the mental lexicon. It follows then that these phrasal verbs can
pose a problem to learners of English, as Celce-Murcia & Larsen-Freeman (1999, p.
433) note.
19
172
figure out
(b) She just keeps putting off
passed away
173
rb + adverbial)
In contrast to prepositional phrases, the particle does not denote the Ground in
the sense of Talmy (1975, 1985), i.e. a reference point in respect to which an object
(Figure) is located or moved (Svenonius, 2002, p. 434). Consider the following
examples, where the bird is a moving object and thus a Figure. The branch is a
Ground, expressed in the prepositional phrase in (12a) but not in a phrasal verb in
(12b). Therefore, the Ground is either inferred from context, such as by having seen
the earlier scene of the bird perching on the branch, or is irrelevant for the purposes
of the exchange.
(12)
(a) The bird hopped off the branch. (verb + prepositional phrase)
(b) The bird hopped off. (phrasal verb)
Although sometimes a corresponding prepositional phrase cannot be
174
For successful mastering of literal phrasal verbs, learners only need to know a
range of motion verb roots and the basic spatial meaning of particles. No other
memorization is required. Students just need to be aware that the pattern motion
verb + directional particle is not incidental but productive and one that allows
syntactic variation.
Aspectual phrasal verbs: modifying aspect
Aspectual phrasal verbs pose a bigger problem to learners than literal ones
do. This is because, unlike with literal phrasal verbs, the particle has an abstract
meaning. While Celce-Murcia & Larsen-Freeman (1999) present several meanings
certain groups of particles have (see section 2.2.2), they miss out a crucial piece of
information: that these meanings combine with certain types of verb roots. For a
learner of English, it is beneficial to know the following three patterns, because they
are highly productive. At the same time, some of these phrasal verbs that can be
encountered in authentic discourse are not found in dictionaries, e.g. bingo (a house)
away
Activity verb + continuation particle
Activity verbs, e.g. sing, dance, sleep, talk, combine with particles along,
around, about, away and on to express continuation, e.g. (14). These particle verbs
do not denote an inherent change of state of the subject or direct object.
(14)
(16)
(17)
20
21
headache
175
The particle does not signal completion but acts as an intensifier on the verb.
Interestingly, some verb roots can be used with several particles, including ones that
are antonymous. On a rare occasion, the resulting phrasal verbs are antonymous,
e.g. fade out, fade down, fade away
fade in, fade up
More
often, though, verb roots with antonymous particles form synonymous phrasal verbs,
e.g. slow down slow up, drink up drink down. At the same time, particle up is
down with verb roots
slow occurs more frequently with down than with up, while
speed occurs with up only and not with down. Similarly, brighten is preferred with up
while dim more frequently occurs with down.
Idiomatic phrasal verbs
Idiomatic phrasal verbs are the most challenging ones for students. Having to
be listed in the mental lexicon, there is no other way to learn them than to memorize
their meanings. The task can, however, be facilitated in some ways. First, once the
student is familiar with the compositional patterns of literal and aspectual classes, the
bulk of phrasal verbs to be learned by heart becomes significantly reduced. Second,
research has shown that a cognitive approach is beneficial for the study of idiomatic
phrasal verbs. In cognitive analyses (e.g. Hampe, 2005, Lindner, 1985, Morgan,
1997), the abstract meanings of phrasal verbs are derived by metaphorical
extensions from their basic meanings. For instance, the directional meaning of out in
e.g. cry out
, fill out
, pick out
figure out
becomes extended on the basis of a metaphor that treat sources, boundaries, sets,
inaccessibility, respectively, as containers. Several studies show the success of
introducing a cognitive perspective into teaching idiomatic phrasal verbs (e.g. Boers,
2000, Condon,
, 1996, Kurtyka, 2001). Rudzka(2003) textbook is specifically designed for teaching and learning phrasal verbs
within cognitive linguistics approach.
In addition, students need not memorize the syntax of individual idiomatic
phrasal verbs, since these as a group show certain tendencies. The particle in
idiomatic phrasal verbs tends to remain adjacent to the verb root. In consequence,
the verb root + particle + substantival direct object word order is preferred to the verb
root + substantival direct object + particle word order in idiomatic phrasal verbs,
although both are possible. For example, find out the truth is more frequent than find
the truth out. Similarly, adverbs interfering between the verb root and the particle are
usually bad with idiomatic phrasal verbs, cf. (19) with (13a).
(19)
176
(a)
(b)
od-letel
bird
PREFIX-flew
(away)
(a)
(b)
si
po-spal.
John REFLEXIVE PREFIX-slept
vy-pila
mlieko.
Lisa PREFIX-drank milk.
(a certain amount of)
(c)
za-spalo.
child finally PREFIX-slept
(d) Babka zo-hriala
polievku.
grandma PREFIX-warmed soup
177
Conclusion
This paper hopes to inspire a semantic approach in teaching phrasal verbs. Rather
than confronting students with long lists of verb roots combined with seemingly
arbitrary particles, and requesting them to learn several meanings for each, as well
as their syntactic behaviour, learners should become aware of the patterns that exist
in the semantics and the syntax of phrasal verbs. A comparison to their mother
tongue may lessen the strangeness felt.
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